Effects of Drama-Based Geometry Instruction on Student Achievement, Attitudes, and Thinking Levels

Paksu, Asuman Duatepe; Ubuz, Behiye

doi:10.3200/joer.102.4.272-286

Cited by 58 publications

(29 citation statements)

References 15 publications

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“…Factors associated with the student include their mathematical results (Köğce et al, 2009), their past experiences (Maio, Maio, & Haddock, 2010), their extrinsic motivation (Tahar et al, 2010), The factors associated with the school, teacher and teaching include the teachers' content knowledge and personality, the teaching methods and materials used in the classroom, teaching topics with real life enriched examples (Duatepe-Paksu & Ubuz, 2009;Yilmaz, Altun & Olkun, 2010), and the teachers' attitude towards Mathematics (Ford, 1994). Related with the environment, the home environment (for example, the parents' occupation (Köğce et al, 2009)) and the image of the Mathematics in the society (Ernest, 2004) are important factors.…”

Section: Attitude Towards Mathematicsmentioning

confidence: 99%

Changing Pre-service Primary-school Teachers’ Attitude Towards Mathematics by Collaborative Problem Solving

Zsoldos-Marchis

2015

Procedia - Social and Behavioral Sciences

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Primary school teachers' attitude towards Mathematics influences their pupils' attitude. A pupil with a positive attitude is more likely to develop his/her mathematical problem solving skills, thus developing a positive attitude towards Mathematics in case of pre-service primary school teachers is very important. This paper presents the results of a research on de efficiency of collaborative problem solving in changing pre-service primary school teachers attitude towards Mathematics. During the intervention in the experimental group collaborative learning methods was used; in the control group the problem solving was made with more traditional way, using individual and frontal activities. The results show that students from the experimental group had a statistically significant positive change on how much they like Mathematics; their beliefs in the utility of Mathematics improved; and after the intervention they liked more to solve non-routine problems.

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Section: Attitude Towards Mathematicsmentioning

confidence: 99%

Changing Pre-service Primary-school Teachers’ Attitude Towards Mathematics by Collaborative Problem Solving

Zsoldos-Marchis

2015

Procedia - Social and Behavioral Sciences

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“…Studies related to other areas, like social sciences and natural sciences, are still limited. Research shows that students tend to remember more and can reflect more thoroughly after participating in process drama [38,39]. One reason for the greater development of knowledge through process drama is that it offers the possibility to pose personal questions [40].…”

Section: Research On Process Drama In Educationmentioning

confidence: 99%

Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format

Hallgren

Österlind

2019

Education Sciences

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The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity should have a playful format. The results show that the dialogical approach used by the drama pedagogue created a democratic opportunity and also established the playful format. The students' engagement was notably high. However, it was obvious there were no challenging or probing questions being asked by the drama pedagogue or the civics teacher, neither in nor out of role. As a consequence, the full learning potential of process drama in civics education could not be achieved. We suggest a co-teaching approach between civic teachers and drama pedagogues, to overcome challenges in using process drama in civic education for learning objectives to be attained.

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“…Yapılandırmacı yaklaşıma dayalı yapılan çalışmalar; öğrencilerin matematik başarılarının artmasına, üst düzey düşünme becerilerinin gelişimine, matematik dersine yönelik ilgi ve tutumlarının olumlu yönde etkilenmesine neden olduğunu göstermektedir (bk. Arseven, 2010;Ayaz ve Şekerci, 2015;Çağlar, 2010;Duatepe Paksu ve Ubuz, 2009;Işık ve Çağdaşer, 2009). …”

Section: Dienes Teorisi Ve İlkeleriunclassified

“…Ülkemizde ise; matematik eğitimi üzerine yapılan çalışmalarda daha çok genel öğretim yöntemlerinin ele alındığı (buluş yoluyla öğretim, probleme dayalı öğrenme, drama temelli öğrenme vb.) (Çilingir, 2015;Duatepe Paksu ve Ubuz, 2009;Öksüz ve Uça, 2011;Yücel, 2009), Dienes'in ve ilkelerinin fazla tanınıyor olmadığı ve özel öğretim alanı olarak matematik öğretimine özgü geliştirilen ilkelerin yer aldığı çalışmaların olmaması bu çalışmanın ele alınmasına gerekçe oluşturmuştur. Ayrıca, Dienes'in matematik öğrenme sürecine ilişkin belirlediği aşamaların pek çok çalışmada tek tek ele alındığı açıktır (Arseven, 2010;Ayaz ve Şekerci, 2015;Çağlar, 2010;Çilingir, 2015;Işık ve Çağdaşer, 2009;Öksüz ve Uça, 2011;Yücel, 2009).…”

Section: Değişkenlere (Geometri Ve Dienes İlkeleri) Yönelik Yapılan çunclassified

The Effects of Using Geometry Activities Based on Dienes’ Principles on 4th Graders’ Success and Retention of Learning

Sarı

Tertemiz

2017

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Effects of Drama-Based Geometry Instruction on Student Achievement, Attitudes, and Thinking Levels

Cited by 58 publications

References 15 publications

Changing Pre-service Primary-school Teachers’ Attitude Towards Mathematics by Collaborative Problem Solving

Changing Pre-service Primary-school Teachers’ Attitude Towards Mathematics by Collaborative Problem Solving

Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format

The Effects of Using Geometry Activities Based on Dienes’ Principles on 4th Graders’ Success and Retention of Learning

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